Nonverbal Communication Essay Example

respond. By choosing to interact and maintain eye contact with students, teachers can help regulate behaviors. In fact, eye contact is the most crucial nonverbal behavior for teachers, as it demonstrates confidence, controls classroom interaction, and allows them to interpret the body language of their students. Andersen (2004, p. X) also suggests that increasing eye contact significantly enhances motivation in the learning process.

In 1507, Leonardo da Vinci unveiled Mona Lisa, his legendary painting. This work of art, studied by numerous individuals and recognized by everyone, was the initial exploration into the realm of body language. The painting captivates countless individuals due to its intricate nature, mirroring the complexity of body language.

The most captivating feature of this painting is the smile of Mona Lisa. This smile conveys multiple emotions and can be seen from any angle due to Mona's gaze. The painting holds numerous hidden meanings and emotions, which is why it is arguably the most famous artwork globally (Riding, 2005, lines 4-6).

In his 1872 book, The Expression of the Emotions in Man and Animals, Charles Darwin examined how our emotions communicate our thoughts and feelings. Darwin's extensive research demonstrated that our facial expressions convey more than words alone. He investigated various body features, including the eyes, nose, arms, and voice, to establish a connection between body language and how others perceive us. Frequently, our facial expressions align with the tone of our voice to convey a specific emotion. Darwin stated, "The pitch of the voice bears some relation to certain states of feeling" (Darwin, 1872, p. 03).

According to Darwin (1872, p. 696-697), one can perceive another person's high spirits without them actually smiling.

A person in high spirits typically shows some indication of the corners of their mouth retracting. Increased blood circulation, resulting from pleasure, leads to bright eyes and a flushed face. This heightened blood flow stimulates the brain, accelerating the passage of thoughts and intensifying emotions. As a result, our emotions, mind, and body collaborate as a unified system to communicate with others.

People utilize body language as a means of facilitating communication and fostering engagement. However, when individuals from different countries possess different nonverbal communication cues, it can pose a challenge. This issue not only affects society but also classrooms. Teachers are increasingly being called upon to establish an inclusive environment to cater to diverse populations, encompassing factors such as gender, ethnicity, religion, and ability. Debra Pitton et.

According to Al. (1993), teachers have a responsibility to provide an optimal educational experience every day, which includes using body language for various purposes. By incorporating the study of nonverbal messages into their pre-service studies, teachers will be better prepared to help students understand how culture, ethnicity, and gender are important in everyday life. This integration will also allow students to develop a greater understanding and respect for diversity as they take on future roles like parents, teachers, community leaders, co-workers, employers, and citizens. To ensure continuous transformation in education settings, it is crucial to adopt an inclusive approach that promotes necessary climate changes. Having knowledge of culturally specific nonverbal communication patterns can significantly contribute to this process (p.).

2). The goal of educators is to help their students actively engage in their community and society. To achieve this, students need to understand verbal and nonverbal cues in different situations

with various individuals. Nonverbal communication refers to messages that are conveyed without words and is not commonly used for verbal delivery in our culture (Wiemann, 1975). As humans, we have the ability to quickly and unconsciously grasp cues from others' nonverbal behavior, allowing us to respond appropriately. However, our interpretation of these behaviors can be influenced by our cultural background and personal experiences, which may lead to misunderstandings (Cohen, 1971).

Nonverbal behavior, which includes body language and other cues, is difficult to control or hide and can provide genuine insight into a person's true emotions, feelings, and cultural background (Galloway, 1993). This makes it crucial for teachers to effectively manage their nonverbal behaviors when communicating with students. Interestingly, students often rely more on their teacher's nonverbal signals than the actual words they say. It is important to note that many teachers are unaware of how they convey nonverbal messages to their students because classroom culture has its own unspoken language that students pick up alongside verbal communication (Spanjer, 1972).

According to Peter Andersen (2004), immediacy behaviors are actions that indicate availability and create a positive connection with others. These behaviors, such as touching, smiling, nodding, facing others, showing relaxation, leaning toward others, and synchronizing conversations, are beneficial for teachers in building rapport with their students. Among these behaviors, eye contact is particularly important in the classroom setting. Andersen (2004) states that teacher eye contact demonstrates confidence, facilitates classroom interaction control, and allows teachers to interpret their students' body language. This ability to read body language gives teachers an advantage in recognizing their students' true emotions and enables them to be more effective in their teaching approach. Moreover,

by increasing the utilization of immediacy behaviors, students' motivation in the learning process significantly improves (Andersen, 2004).

In order to help their students succeed in the classroom and beyond, teachers need to be mindful of immediacy behaviors, such as eye contact. Nonverbal behavior plays a significant role in teacher effectiveness when it comes to motivating students to complete their work. Various research studies conducted across K-college have shown that learners at all levels respond more positively to teachers who exhibit nonverbal immediacy cues. Enhancing immediacy behaviors can significantly enhance students’ motivation (Goman, 2008). Andersen (2004) further concluded that people tend to trust body language more than verbal communication (p.).

14). The trust in body language stems from its spontaneity, multiple channels, and redundancy, making it difficult to completely counterfeit (Andersen, 2004). This trust is also present in classrooms, where students depend on their teacher's body language to understand the intended message. However, teachers often lack sufficient knowledge about body language.

During their undergraduate/graduate years, teachers do not have access to prerequisite courses that prepare them in the area of nonverbal communication. This is because nonverbal communication remains an unexplored field (Ligons, 1973). However, it is important for teachers to be aware of nonverbal communication in their classrooms as it helps in maintaining, regulating, and guiding relationships within culturally-prescribed patterns (Grove, 1976). The passing of Governor Walker's Budget Bill has made focusing on professional success in the classroom essential during this transformative time in education's history. As Goman (2008) states, "In a time when it is widely recognized that professional success is achieved with or through other people, the power of and need for good interpersonal skills couldn't

be greater."

Method

This study aims to improve understanding about how adverse nonverbal behavior adversely affects students emotionally, behaviorally, and academically compared to verbal communication. These students are often labeled by teachers as "problem students," "different," or "difficult." The investigation began with Goman's (2008) article titled The Nonverbal Advantage which provided evidence supporting improved student motivation and success in the classroom through behavioral changes.

The significance of body language in the classroom has been examined regarding immediacy behaviors, student motivation/success, and the modern classroom teacher. Various research and articles from different time periods, including the late 19th century, have been reviewed to gain insights. The findings indicate a dearth of current research on nonverbal communication in the classroom. Nevertheless, numerous examples highlight the importance of body language in student achievement. Understanding the connection between nonverbal behavior and student motivation and achievement is crucial for improving individual classrooms and schools as a whole. To gather teachers' perspectives on nonverbal behavior in teaching and working with children, a survey was conducted using nine multiple choice questions and one optional open-ended question. The survey also aimed to evaluate teachers' awareness of their own nonverbal behavior and their willingness to make changes.

The objective of the research was to furnish teachers and administrators with valuable information to assist them in adjusting their conduct, with the expectation that altering their behavior would result in a corresponding change in student behavior. The ultimate aim is to improve student achievement, motivation, and overall school success.